Professional Competency Areas for Student Affairs Educa

Overall Competency Ratings

0= no exposure to and no experience in this competency
1= minimal exposure to but no experience in this competency
2= moderate exposure to and minimal experience in this competency
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved

t Affairs Educators (ACPA and NASPA, 2015)

Specific Skill Ratings
(+)= highly competent
()= competent
()= area of improvement/experience needed

achieved

Evidence of Learning
W= Work
I= Internship
C= Coursework
V= Volunteer Work
O= Other

Learning

Competency Area
Personal and Ethical Foundations
The Personal and Ethical Foundations competency
area involves the knowledge, skills, and
dispositions to develop and maintain integrity in
ones life and work; this includes thoughtful
development, critique, and adherence to a holistic
and comprehensive standard of ethics and
commitment to ones own wellness and growth.
Personal and ethical foundations are aligned
because integrity has an internal locus informed
by a combination of external ethical guidelines, an
internal voice of care, and our own lived
experiences. Our personal and ethical foundations
grow through a process of curiosity, reflection, and
self-authorship.

Overall Competency Rating

Level

Foundational

Skill

Articulate key elements of ones set of personal beliefs and

commitments (e.g., values, morals, goals, desires, self-definitions), as
well as the source of each (e.g., self, peers, family, or one or more
larger communities).
Articulate ones personal code of ethics for student affairs practice,
informed by the ethical statements of professional student affairs
associations and their foundational ethical principles.
Describe the ethical statements and their foundational principles of
any professional associations directly relevant to ones working
context.
Identify ethical issues in the course of ones job.
Explain how ones behavior reflects the ethical statements of the
profession and address lapses in ones own ethical behavior.
Appropriately question institutional actions which are not consistent
with ethical standards.
Utilize institutional and professional resources to assist with ethical
issues (e.g., consultation with appropriate mentors, supervisors
and/or colleagues, consultation with an associations ethics
committee).
Articulate awareness and understanding of ones attitudes, values,
beliefs, assumptions, biases, and identity how they affect ones
integrity and work with others.
Take responsibility to broaden perspectives by participating in
activities that challenge ones beliefs.

Identify the challenges associated with balancing personal and

professional responsibilities, and recognize the intersection of ones
personal and professional life.
Identify ones primary work responsibilities and, with appropriate,
ongoing feedback, craft a realistic, summative self-appraisal of ones
strengths and limitations.
Articulate an understanding that wellness is a broad concept
comprised of emotional, physical, social, environmental, relational,
spiritual, moral, and intellectual elements.
Recognize and articulate healthy habits for better living.
Identify positive and negative impacts on wellness and, as
appropriate, seek assistance from available resources.
Identify and describe personal and professional responsibilities
inherent to excellence in practice.
Recognize the importance of reflection in personal, professional, and
ethical development.

Specific Rating

Evidence of Learning

W, C, O

W, C, O

+
+

W
W

W, C

W, C, O

W, C

W, C, O

+
W,C
+

+
+

W
W, C, O

C, O

C, O
W, C, O

W, C, O

Future Improvement & Development

Competency Area
Values, Philosophy, and History
The Values, Philosophy, and History competency area
involves knowledge, skills, and dispositions that
connect the history, philosophy, and values of the
student affairs profession to ones current professional
practice. This competency area embodies the
foundations of the profession from which current and
future research, scholarship, and practice will change
and grow. The commitment to demonstrating this
competency area ensures that our present and future
practices are informed by an understanding of the
professions history, philosophy, and values.

Overall Competency Rating

Level

Foundational

Skill

Describe the foundational philosophies, disciplines, and values of the profession.

Articulate the historical contexts of institutional types and functional areas within higher
education and student affairs.
Describe the various research, philosophies, and scholars that defined the profession.
Demonstrate responsible campus citizenship and participation in the campus community .

Describe the roles of faculty, academic affairs, and student affairs educators in the institutio

Explain the importance of service to the institution and to student affairs professional
associations.
Learn and articulate the principles of professional practice.
Articulate the history of the inclusion and exclusion of people with a variety of identities in
higher education.
Explain the role and responsibilities of student affairs professional associations.
Explain the purpose and use of publications that incorporate the philosophy and values of th
profession.
Explain the public role and societal benefits of students affairs in particular and of higher
education in general.
Articulate an understanding of the ongoing nature of the history of higher education and one
role in shaping it.
Be able to model the principles of the profession and expect the same from colleagues and
supervisees.
Explain how the values of the profession contribute to sustainable practices.

Articulate the changing nature of the global student affairs profession and communicate the
need to provide a contextual understanding of higher education.

Specific Rating

Evidence of Learning

W, C, O

+
+
+

W, C, O
C, O
W, C
W, C, O

+
+

W, C, O
W, C
W, C, O
W, C, O
C

+
W, C, O
+
W, C
+
W, C, O

Future Improvement & Development

Attend a professional development

conference to learn more about
sustainable practices in higher education

Competency Area
Assessment, Evaliation, and Research
The Assessment, Evaluation, and Research
competency area focuses on the ability to design,
conduct, critique, and use various AER methodologies
and the results obtained from them, to utilize AER
processes and their results to inform practice, and to
shape the political and ethical climate surrounding
AER processes and uses in higher education.

Overall Competency Rating

Level

Foundational

Skill

Differentiate among assessment, program review, evaluation, planning, and research as well
methods appropriate to each.

Select AER methods, methodologies, designs, and tools that fit with research and evaluation
questions and with assessment and review purposes.

Facilitate appropriate data collection for system/department-wide assessment and evaluation

using current technology and methods.
Effectively articulate, interpret, and apply results of AER reports and studies, including prof
literature.

Assess the legitimacy, trustworthiness, and/ or validity of studies of various methods and
methodological designs (e.g. qualitative vs. quantitative, theoretical perspective, epistemolo
approach).

Consider rudimentary strengths and limitations of various methodological AER approaches i

application of findings to practice in diverse institutional settings and with diverse student
populations.

Explain the necessity to follow institutional and divisional procedures and policies (e.g., IRB
approval, informed consent) with regard to ethical assessment, evaluation, and other resear
activities.
Ensure all communications of AER results are accurate, responsible, and effective.
Identify the political and educational sensitivity of raw and partially processed data and AER
handling them with appropriate confidentiality and deference to organizational hierarchies.

Design program and learning outcomes that are appropriately clear, specific, and measureab
are informed by theoretical frameworks and that align with organizational outcomes, goals,
values

Explain to students and colleagues the relationship of AER processes to learning outcomes a

Specific Rating

Evidence of Learning

W, C

W, C
+
C

C
+

+
+

C
W
W

W
+
W, C

Future Improvement & Development

Continue going to conferences like NASPA

to engage in presentations on assessment

Competency Area
Law, Policy, and Governance
The Law, Policy, and Governance
competency area includes the knowledge,
skills, and dispositions relating to policy
development processes used in various
contexts, the application of legal
constructs, compliance/policy issues, and
the understanding of governance
structures and their impact on ones
professional practice.

Overall Competency Rating

Level

Foundational

Skill

Describe the systems used to govern public, private, and for-profit institutions of all types (t
four-year, graduate, professional, vocational, etc.) in ones state/province and nation.
Explain the differences between public, private, and for-profit higher education with respect
legal system and what they may mean for respective students, faculty, and student affairs
professionals.

Describe how national and state/provincial constitutions and laws influence the rights of stu
faculty, and staff on all types of college campuses.
Describe evolving laws, policies, and judicial rulings that influence the student-institutional
relationship and how they affect professional practice.
Act in accordance with national, state/ provincial, and local laws and with institutional polici
regarding non-discrimination.
Identify major internal and external stakeholders, policymakers, and special interest groups
influence policy at the national, state/provincial, local, and institutional levels.
Describe the governance systems at ones institution including the governance structures fo
student affairs professionals, staff, and students.
Describe how policy is developed and implemented in ones department and institution, as w
local, state/province, and national levels of government.
Know when and how to consult with ones immediate supervisor and institutional legal coun
regarding matters that may have legal ramifications.
Explain concepts of risk management, reasonable accommodation, and enact liability reduct
strategies .
Demonstrate awareness of inequitable and oppressive ways that laws and policies are enact
vulnerable student populations at national, state/provincial, local, and institutional levels.
Describe the student conduct process at the institutional level and demonstrate concern for
social, moral, educational, and ethical expectations of the community.
Encourage and advocate participation in national, state/provincial, local, and institutional el
processes as applicable.

Specific Rating

Evidence of Learning

W
+
W, C, O

W, C
+
W

Future Improvement & Development

Enroll in Leadership and Governance

SDAD course in Spring quarter

Enroll in Leadership and Governance

SDAD course in Spring quarter

Enroll in Leadership and Governance

SDAD course in Spring quarter

Enroll in Leadership and Governance

SDAD course in Spring quarter

Enroll in Leadership and Governance

SDAD course in Spring quarter

Competency Area
Human and Organizational Resources
The Human and Organizational Resources competency
area includes knowledge, skills, and attitudes used in
the selection, supervision, motivation, and formal
evaluation of the effective application of strategies and
techniques associated with financThe Organizational
and Human Resources competency area includes
knowledge, skills, and dispositions used in the
management of institutional human capital, financial,
and physical resources. This competency area
recognizes that student affairs professionals bring
personal strengths
and grow as managers through challenging themselves
to build new skills in the selection, supervision,
motivation, and formal evaluation of staff; resolution of
conflict; management of the politics of organizational
discourse; and the effective application of strategies
and techniques associated with financial resources,
facilities management, fundraising, technology, crisis
management, risk management and sustainable
resources.anagement, risk management, and
sustainable resources

Overall Competency Rating

Level

Foundational

Skill

Demonstrate effective stewardship/use of resources (i.e., financial, human, material)

Describe campus protocols for responding to significant incidents and campus crises.
Describe environmentally sensitive issues and explain how ones work can incorporate elem
Use technological resources with respect to maximizing the efficiency and effectiveness of o
Describe ethical hiring techniques and institutional hiring policies, procedures, and processe
Demonstrate familiarity in basic tenets of supervision and possible application of these supe
Explain how job descriptions are designed and support overall staffing patterns in ones wor
Design a professional development plan that assesses ones current strengths and weakness
action items for fostering an appropriate pace of growth.
Explain the application of introductory motivational techniques with students, staff, and othe
Describe the basic premises that underlie conflict in and the constructs utilized for facilitatin
Develop and utilize appropriate meeting materials (e.g. facilitation skills, agenda, notes/ min
Communicate with others using effective verbal and non-verbal strategies appropriate to the
the person(s) with whom you are engaged prefers.
Recognize how networks in organizations play a role in how work gets accomplished.
Understand the relational roles partners, allies, and adversaries play in the completion of go
assignments.
Explain the basic tenets of personal or organizational risk and liability as they relate to ones
Provide constructive feedback in a timely manner.
Advocate for equitable hiring practices.

Articulate basic institutional accounting techniques for budgeting as well as monitoring and
and expenditures.
Effectively and appropriately use facilities management procedures as related to operating a
a facility.
Demonstrate an understanding of how physical space impacts the institutions educational m
Understand the basic concepts of facilities management and institutional policies related to
environmental sustainability.

Specific Rating

Evidence of Learning

+
+
+
+
+

W
W,
W,
W,
W
W,
W

+
+
+
+

+
+

C
C
C
C, O

C, O
W, C
C
W
W, C
W
W
W, C
W


W
+

W
W

Future Improvement & Development

???

Attend a professional development

conference to learn more about
sustainable practices in higher education

Competency Area
Leadership
The Leadership competency area addresses the
knowledge, skills, and dispositions required of a
leader, with or without positional authority.
Leadership involves both the individual role of a
leader and the leadership process of individuals
working together to envision, plan, and affect change
in organizations and respond to broad- based
constituencies and issues. This can include working
with students, student affairs colleagues, faculty, and
community members. This section is organized by the
leadership learning concepts of Education, construct
knowledge and articulation; Training, skill
identification and enhancement; Development,
personal reflection and growth; and Engagement,
active participation and application.

Overall Competency Rating

Level

Foundational

Skill

Articulate the vision and mission of the primary work unit, the division, and the
institution.
Identify and understand individual-level constructs of leader and leadership.
Explain the values and processes that lead to organizational improvement.
Explain the advantages and disadvantages of different types of decision-making
processes (e.g. consensus, majority vote, and decision by authority).
Identify institutional traditions, mores, and organizational structures (e.g., hierarchy,
networks, governing groups, technological resources, nature of power, policies, goals,
agendas and resource allocation processes) and how they influence others to act in the
organization.
Identify ones own strengths and challenges as a leader and seek opportunities to
develop leadership skills.
Identify basic fundamentals of teamwork and teambuilding in ones work setting and
communities of practice.
Describe and apply the basic principles of community building.
Describe how ones personal values, beliefs, histories, and perspectives inform ones
view of oneself as an effective leader with and without roles of authority.
Build mutually supportive relationships with colleagues and students across
similarities and differences
Understand campus cultures (e.g. academic, student, professorial, administrative) and
apply that understanding to ones work.
Use appropriate technology to support leadership processes (e.g. seeking input or
feedback, sharing decisions, posting data that supports decisions, use group support
website tools).

Think critically, creatively, and imagine possibilities for solutions that do not currently
exist or are not apparent.
Identify and consult with key stakeholders and individuals with differing perspectives
to make informed decisions.
Articulate the logic and impact of decisions on groups of people, institutional
structures (e.g. divisions, departments), and implications for practice.
Exhibit informed confidence in the capacity of individuals to organize and take action
to transform their communities and world.
Within the scope of ones position and expertise, lead others to contribute toward the
effectiveness and success of the organization.

Specific Rating Evidence of Learning Future Improvement & Development

C, O
Enroll in Leadership and Governance
SDAD course in Spring quarter
Enroll in Leadership and Governance
SDAD course in Spring quarter

W, C

W, C
Enroll in Leadership and Governance
SDAD course in Spring quarter

W,C, O

W, C

Competency Area
Social Justice and Inclusion
For the purpose of the Social Justice and Inclusion
competency area, social justice is defined as both
a process and a goal that includes the knowledge,
skills, and dispositions needed to create learning
environments that foster equitable participation of
all groups and seeks to address issues of
oppression, privilege, and power. This competency
involves student affairs educators who have a
sense
of their own agency and social responsibility that
includes others, their community, and
the larger global context. Student affairs
educators may incorporate social justice and
inclusion competencies into their practice through
seeking to meet the needs of all groups, equitably
distributing resources, raising social
consciousness, and repairing past and current
harms on campus communities.

Overall Competency Rating

Level

Foundational

Skill

Identify systems of socialization that influence ones multiple identities and sociopolitical
perspectives and how they impact ones lived experiences.
Understand how one is affected by and participates in maintaining systems of oppression,
privilege, and power.
Engage in critical reflection in order to identify ones own prejudices and biases.
Participate in activities that assess and complicate ones understanding of inclusion,
oppression, privilege, and power.
Integrate knowledge of social justice, inclusion, oppression, privilege, and power into ones
practice.
Connect and build meaningful relationships with others while recognizing the multiple,
intersecting identities, perspectives, and developmental differences people hold.
Articulate a foundational understanding of social justice and inclusion within the context of
higher education.
Advocate on issues of social justice, oppression, privilege, and power that impact people bas
on local, national, and global interconnections.

Specific Rating

Evidence of Learning

+
W, C
+
+

C
W, C
W, C

W
+
W, C
+
C

Future Improvement & Development

Join campus committees to advocate for

student social justice issues

Competency Area
Student Learning and Development
The Student Learning and
Development competency area
addresses the concepts and principles
of student development and learning
theory. This includes the ability to
apply theory to improve and inform
student affairs and teaching practice.

Overall Competency Area

Level

Foundational

Skill

Articulate theories and models that describe the development of

college students and the conditions and practices that facilitate
holistic development (e.g. learning, psychosocial and identity
development, cognitive-structural, typological, environmental, and
moral).
Articulate how race, ethnicity, nationality, class, gender, age, sexual
orientation, gender identity, dis/ability, and religious belief can
influence development during the college years.
Identify the strengths and limitations in applying existing theories
and models to varying student demographic groups.
Articulate ones own developmental journey in relation to formal
theories.
Identify ones own informal theories of student development
(theories in use) and how they can be informed by formal theories to
enhance work with students.
Identify dominant perspectives present in some models of student
learning and development.
Construct learning outcomes for both daily practice as well as
teaching and training activities.
Assess teaching, learning, and training and incorporate the results
into practice.
Assess learning outcomes from programs and services and use theory
to improve practice.

Specific Rating

Evidence of Learning

W, C
+
W, C
+
C

C
+
C

Future Improvement & Development

Continue my work of assessing the

programs and services I offer to
continually grow/develop programs.
Continue my work of assessing the
programs and services I offer to
continually grow/develop programs.

Competency Area
Technology
The Technology competency area focuses on the use of digital tools,
resources, and technologies for the advancement of student learning,
development, and success as well as the improved performance of
student affairs professionals. Included within this area are knowledge,
skills, and dispositions that lead to the generation of digital literacy and
digital citizenship within communities of students, student affairs
professionals, faculty members, and colleges and universities.

Overall Competency Rating

Level

Foundational

Skill

Demonstrate adaptability in the face of fast- paced technological change.

Remain current on student and educator adoption patterns of new technologies and familiar
and functionality of those technologies.
Troubleshoot basic software, hardware, and connectivity problems and refer more complex p
information technology administrator.

Draw upon research, trend data, and environmental scanning to assess the technological rea
students, colleagues, and other educational stakeholders when infusing technology into edu
interventions.

Critically assess the accuracy and quality of information gathered via technology and accura
information respecting copyright law and fair use.
Model and promote the legal, ethical, and transparent collection, use, and securing of electr
Ensure compliance with accessible technology laws and policies.

Demonstrate awareness of ones digital identity and engage students in learning activities re
communications and virtual community engagement as related to their digital reputation an
Model and promote equitable and inclusive practices by ensuring all participants in educatio
and utilize the necessary tools for success.
Appropriately utilize social media and other digital communication and collaboration tools to
advising, programming, and other learning-focused interventions and to engage students in

Engage in personal and professional digital learning communities and personal learning net
and/or global level.

Design, implement, and assess technologically-rich learning experiences for students and ot
effective use of visual and interactive media.
Ensure that ones educational work with and service to students is inclusive of students part
format courses and programs.
Incorporate commonly utilized technological tools and platforms including social medial and
and collaboration tools into ones work.

Specific Rating

Evidence of Learning

+
+

W, C
W

+
W, C

W, C
W, C

W, C

W, C
+
W

+
W
+
W
+
W

Future Improvement & Development

Research technology trend data and

environmental scanning to understand
how to assess technological readiness.

Conduct research on technology laws and

policies.

Learn more about digital communities

and personal learning networks that will
help with professional development.

Competency Area
Advising & Supporting
The Advising and Supporting competency
area addresses the knowledge, skills, and
dispositions related to providing advising
and support to individuals and groups
through direction, feedback, critique,
referral, and guidance. Through developing
advising and supporting strategies that take
into account self-knowledge and the needs of
others, we play critical roles in advancing
the holistic wellness of ourselves, our
students, and our colleagues.

Overall Competency Rating

Level

Foundational

Skill

Exhibit culturally inclusive active listening skills (e.g., appropriately establishing interperson
paraphrasing, perception checking, summarizing, questioning, encouraging, avoid interrupt
clarifying).

Establish rapport with students, groups, colleagues, and others that acknowledges differenc
experiences.

Recognize the strengths and limitations of ones own worldview on communication with othe
terminology could either liberate or constrain others with different gender identities, sexual
abilities, cultural backgrounds, etc.).
Facilitate reflection to make meaning from experiences with students, groups, colleagues, an
Conscientiously use appropriate nonverbal communication.
Facilitate problem-solving.
Facilitate individual decision-making and goal- setting.
Appropriately challenge and support students and colleagues.
Know and use referral sources (e.g., other offices, outside agencies, knowledge sources), an
referral skills in seeking expert assistance.
Identify when and with whom to implement appropriate crisis management and intervention
Maintain an appropriate degree of confidentiality that follows applicable legal and licensing
requirements, facilitates the development of trusting relationships, and recognizes when con
should be broken to protect the student or others.

Seek opportunities to expand ones own knowledge and skills in helping students with specifi
(e.g., relationship issues, navigating systems of oppression, or suicidality) as well as interfac
specific populations within the college student environment (e.g., student veterans, low- inco
etc.).
Utilize virtual resources and technology to meet the advising and supporting needs of studen
Know and follow applicable laws, policies, and professional ethical guidelines relevant to adv
supporting students development.

Specific Rating

Evidence of Learning

+
W
+
W
+

+
+
+
+
+
+

W
W
W,
W,
W,
W,

C, O
C, O
C, O
C

W, C
W

W, C
+

+
+

W, C
W
W

Future Improvement & Development